Boys Who Achieve
An Examination of Single-Sex Classes in a Coeducational College Preparatory School
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The underachievement of boys has been a hotly debated topic in both international and national arenas. Not unlike many schools world-wide, Boston Trinity Academy had an achievement gap. While Stanford Achievement Tests supported the notion that boys and girls were equally capable of academic success, boys GPA s were significantly lower than those of the girls. In response to this problem, BTA, a coeducational school, implemented single-sex classes in four of six courses for upper school students. In addition, a professional development program was actuated with the goal of increasing faculty m...
The underachievement of boys has been a hotly
debated topic in both international and national
arenas. Not unlike many schools world-wide, Boston
Trinity Academy had an achievement gap. While
Stanford Achievement Tests supported the notion that
boys and girls were equally capable of academic
success, boys GPA s were significantly lower than
those of the girls. In response to this problem,
BTA, a coeducational school, implemented single-sex
classes in four of six courses for upper school
students. In addition, a professional development
program was actuated with the goal of increasing
faculty members'' understanding of social and
biological issues that may be contributing to the
problem as well as to discuss potential pedagogical
changes which could be introduced in single-sex
classes.
This book provides an analysis of the literature
surrounding the the underachievement of boys as well
as insight into the perspectives of students and
teachers in a coeducational school using single-sex
classes to erase the achievement gap between boys
and girls.
debated topic in both international and national
arenas. Not unlike many schools world-wide, Boston
Trinity Academy had an achievement gap. While
Stanford Achievement Tests supported the notion that
boys and girls were equally capable of academic
success, boys GPA s were significantly lower than
those of the girls. In response to this problem,
BTA, a coeducational school, implemented single-sex
classes in four of six courses for upper school
students. In addition, a professional development
program was actuated with the goal of increasing
faculty members'' understanding of social and
biological issues that may be contributing to the
problem as well as to discuss potential pedagogical
changes which could be introduced in single-sex
classes.
This book provides an analysis of the literature
surrounding the the underachievement of boys as well
as insight into the perspectives of students and
teachers in a coeducational school using single-sex
classes to erase the achievement gap between boys
and girls.
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